Skip to main content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

College Research Literacy Summer 2019--Demonstration

For demonstration purposes

Welcome to Week 3: Research as Inquiry

Research as Inquiry

This week you will need to complete the following:

  1. Pre-test -- 0 points; @ 5 minutes
  2. Introduction to Week 3 & Quiz -- 5 points; @ 10 minutes
  3. Video & Quiz -- 5 points; @ 5 minutes
  4. Tutorial & Quiz -- 5 points; @ 15 minutes
  5. Reading Assignment & Quiz -- 5 points; @ 20 minutes 
  6. Learning Activity #1: Developing a Research Question: Topic Selection -- 5 points; @ 15-20 minutes
  7. Learning Activity #2: Creating a Research Question is Research  -- 5 points; @ 10 minutes
  8. Learning Activity #3: Understanding LC Classification & Searching for Specific Resource Types -- 5 points; @ 20 minutes
  9. Class Discussion -- 5 points; @ 5 minutes
  10. Introduction to Final Assignment -- 5 points; @ 5 minutes
  11. Conclusion to Week 3 & Post-Test -- 5 points; @ 15 minutes

Please take the pre-test below before completing any of the activities for this week.

Please watch the video below before answering the quiz questions.  It gives an introduction to this week's framework: Research as Inquiry.

Adapted from: Burkhardt, J. (2016). Teaching information literacy reframed: 50+ framework-based exercises for creating information-literate learners. Chicago: Neal-Schuman.

Please watch the video below.  It gives an introduction to this week's framework: Research as Inquiry.

Please answer these questions after watching the video, "It's All About the Questions".


Inform your thinking: It’s all about the questions. (2016). Oklahoma State University, Edmond Low Library. Retrieved from

There is an interactive section in this week's reading as well as two quizzes that are all available to you as you read through the chapter "Gather".

On page 55 you will see that you can click to explore the elements of citations. This is an optional interactive section that reviews pages 56-58 of the reading.

Following the Conclusion is a searching exercise and 2 quizzes. You do not need to complete these quizzes.  The questions we would like you to answer are listed below in our regular quiz format.  

Please work through the tutorial below and then answer the quiz questions.

New Literacies Alliance. (2017). Ask the right questions.

Developing a Research Question: Topic Selection

Please watch the video below before completing the worksheet for this activity.

This is a sample worksheet we completed using the example in the video. Look at this for help in understanding how to fill out your worksheet.

Complete this worksheet to develop a research question and generate search words to be able to answer the questions at the end of this activity. You do not have to turn in this worksheet. It's available to help you complete this learning activity.

Please complete the quiz below after you have filled out your worksheet for "Developing a Research Question: Topic Selection".

Adapted from: 

Klipfel, K. M. (2015). Developing a research question: topic selection. In Teaching information literacy threshold concepts: Lesson plans for librarians (pp. 50–54). Chicago: Association of College & Research Libraries.

Learning Outcomes:

  • Students will learn to turn a personal interest into a question or questions for further investigation
  • Students will learn to focus a research question (or set of related questions) from their preliminary investigation, based on information available to them through library resources and/or the internet.
  • Students will learn that research and learning are inspired by authentic interest and intellectual curiosity.
  • Students will learn to identify keywords on a topic to use in the search for information.


Creating a Research Question is Research

Please complete the tutorial below.

If you prefer you can view this link to complete the tutorial with full width view.

This learning activity will take about 10 minutes and is worth 5 points.

Learning Outcomes:

  • Students will learn that the first attempt to find information may not supply the information needed.
  • Students will learn to combine and refine search terms.
  • Students will learn that different resources may provide different answers to research questions.
  • Students will learn that creating a research question is part of the research process

Adapted from:

Burkhardt, J. (2016). Creating a research question is research! In Teaching information literacy reframed: 50+ framework-based exercises for creating information-literate learners (pp. 51–52). Chicago: Neal-Schuman.

Understanding LC Classification & Searching for Spec‚Äčific Resource Types

In the reading for this week, "Gather", we followed Harry and his class group in their journey to discover information about natural disasters and advising a response group to address issues and needs with a community response center.

Harry and his classmates used a variety of resource types to complete their assignment. We've done some practicing searching using a search engine (Bing) in the previous activity. Now we're going to take a look at how to search for books in the Dugan Library catalog and in the research databases to identify particular resource types.

Please complete the tutorial below and answer the quiz questions to receive full credit for this activity.

This activity should take approximately 15 minutes to complete and is worth 5 points.

If you prefer you can view this link to complete the tutorial with full width view.

Librarianship Studies & Information Technology. (2017). Library of Congress Classification. Retrieved from
Binghamton University Libraries. (2016). Library of Congress Classification: How books are organized in academic libraries. Retrieved from

You will need to login to our Blackboard class to participate in our class discussion.  Please answer the question posted and interact with other students' or instructors' posts to receive credit.

This week's discussion question:


Have you ever found yourself bored with a topic that you are researching for a class paper or project? What makes a paper more interesting to YOU to work on?

Please open this document and read through the assignment requirements. You do not need to begin working on it today, but it would be a good idea to start planning what research topic you would like to use. It would be helpful to keep your topic in mind as you complete the weekly activities for this class.

Understanding that research should be an investigative process where you are introduced to new ideas and information is foundational for successful research projects. Reading books, journal articles and other information resources should not just confirm what you already know. You are in college to learn and develop the ability to think, analyze and process knowledge. This ability will help prepare you to succeed both in college and beyond.

We hope that the value and importance of first creating a research question is clear to you as we proceed to week 4: Authority is Constructed & Contextual where we will learn about evaluating resources.

Please complete the post-test for "Research as Inquiry" below.